Attracting Cockroaches with Different Substances

Reason: The reason I did this project was because I am absolutely fascinated by cockroaches. I think they are really interesting. It also makes me happy that I’m the only person I know of who is not scared of cockroaches. We have cockroaches that will come into our house to escape from the cold outside, so I thought, why not get rid of some of them? But I had to know what kind of bait to put out for them in order to accomplish this. So that is how I came up with this. Hypothesis: If the peanut butter, the butter, the cheese, and the bread are tested, then the butter will attract the most cockroaches. If the peanut butter, the butter, the cheese, and the bread are tested, then the bread will attract the least amount of cockroaches. Experiment What I did: Well, first I put four 4 by 10 sticky traps on our counter. Then, I got out some butter, some peanut butter, some bread, and some cheese out. After that, I got a tablespoon and scooped the substances out. I put the tablespoon of each substance on its own sticky trap. The butter on one, the peanut butter on another, and so on and so forth. Then I turned off the light and went to bed. When I got up, I got my data book out and went out to our counters. When I turned on the light, I counted how many cockroaches were on each sticky trap and I recorded my results. I tested this out ten times, and each time I recorded my results. Discussion Comparing: It was very interesting because according to my research, cockroaches like moist substances that they can easily pick up. But instead of going for the moist substances I put out, they went for the dry ones! Another thing I didn’t look at before was the temperature. The temperature really affected my results. According to my research, cockroaches can be seen the most inside houses when it is cold outside. And my results proved that it was true. When I did my project, it showed that as the temperature got colder, more and more cockroaches got stuck on the sticky trap. Uncontrolled Events: I think one uncontrolled event was the temperature. The temperature fell while I was doing my project. Usually, cockroaches will come indoors to escape from the cold outdoors. More cockroaches came in when the temperature dropped. Another thing I couldn’t control would be the exact place I put the sticky traps. I mean, I did put them on the counter, but I couldn’t put them all in the exact same place. What if a cockroach was just making his way across the counters when he got stuck on the sticky trap? What I would have done differently: If I had to do my project again, I would add in the temperatures of the night as well, because it really does affect my results. Either that, or I would make sure the temperature was pretty much the same each night. If it wasn’t around the temperature that I wanted, I would wait for the next night. I would also have added more bait to test because four traps really isn’t that much. Other Experiments that can be done: Some other experiments that can be done would be like, how the temperature effects on how active the cockroaches are, or what traps trap cockroaches best. You could also see if cockroaches are more active at night or in the daytime. According to my research though, cockroaches like to come out at night, while it’s still dark out, because to them, light means that somebody is there and can hurt them. But when it’s dark out, that’s the signal that everybody is asleep. One last test somebody could do, would be how long a cockroach could survive without food or water. Would it be affected if they had been fed a lot before the experiment started? What if they had only been fed a little bit before the experiment started? Conclusion Results: My results showed that the roaches went for the bread and cheese more than the butter and peanut butter, so my hypothesis was wrong. Each night, hardly any cockroaches went for the butter and peanut butter. They would mostly all go to the bread and cheese.

Gender Equality In Education

All over the world, education is not only acknowledged to benefit individuals but as well recognized to promote national development. Education expands the life choices and opportunity for both boys and girls; nevertheless, approximately 60 million girls continue to be out of school (â€Å"Gender Equality in Education†). Several government and non-government organization have been continually working to eliminate the disparity between boys and girls by identifying gender-related barriers, evaluating the extent of education disadvantage that the latter confront, and implementing systems to overcome and remove the aforesaid impediments.Basically, ensuring gender equality in education suggests that boys and girls have equal opportunities to enroll and access school, as well as to benefit from, and participate in the array of subjects or other learning practices presented in schools and classrooms. Effective Strategies for Equality In Education An effective approach for educating boys and girls requires incorporating attention to enrollment and admission, in addition to achievement and excellence.Through gender-sensitive teaching-learning methods, learning materials, and curricula, boys and girls in the same way become prepared with the attitudes and life skills needed to achieve their definitive skill, within and beyond the educational system, irrespective of their sex (â€Å"Promoting Gender Equality in Education† 2). Unfortunately, in developing countries, girls generally come up against textbooks, teaching practices, and other school materials that endorse gender stereotypes that are disadvantageous to their educational success.In addition, unsafe school environment creates difficulties to the completion of education, more especially to girls. Keeping girls in schools necessitates donors, policymakers, educators, community members, and parents to look further than enrollment and deal with bigger, related issues. For instance, poor families normall y have to choose between educating their daughters or sons, and more often than not parents routinely prefer to educate their sons.Evidently, decisions are normally not be anchored in the natural skills, aptitudes, or the enthusiasm levels of their children. However, the prearranged gender responsibilities may not automatically benefit boys either, and may even be detrimental to them. Young age boys may experience a profound responsibility to academically perform in order to meet their families’ expectations to be successful. Consequences of Gender Equality In EducationExceptionally numerous children, particularly those form poor families and living in remote or rural areas, constantly needs quality learning opportunities, such as access to a sheltered, nearby school. Child soldiers, trafficked children, orphaned children, displaced children, refugee children, street children, indigenous children, working children, as well as those who are living in conflict areas, and physic ally challenged are not receiving an adequate education (â€Å"Education From A Gender Equality Perspective† 6).Even more unfortunate, being female aggravates an already problematical situation. In many developing countries, girls are less encouraged than boys to stay in school, enroll in school, or less expected to have their educational requirements provided using non-formal approaches (â€Å"Education From A Gender Equality Perspective† 6). Evidently, the most excellent, available development investment is not being totally exploited by these nations. Educating girls takes in significant outcomes.Educating girls to a certain extent generates a higher rate of return than any other investment presented in the developing world. When girls are provided with access to a rights-based, quality education, they have a tendency to postpone marriage, boast healthier and fewer children, and throw in more to nation productivity and family income (â€Å"Education From A Gender E quality Perspective† 6). Whether consideration is focused on primary or secondary education, providing and ensuring access to high quality education is essential if nations are to realize their development objectives.Developing countries that fall short of guaranteeing impartial access to basic education are, as a result, affected by distressing consequences, such as the increase in fertility and increase costs, poverty, malnutrition, and child mortality. Worldwide Status of Gender Inequality In Education According to the visionary educator Dr. Kwegyir Aggrey, â€Å"Educating the men and neglecting the women is the most certain approach to keep a population down† (â€Å"Girl Power: Educating Girls in the 21st Century† n. p. ).Accordingly, a nation basically educates a person if it educates a man; however, a nation educates a family if it educates a woman. The good news these days, however, is that over recent decades a record numbers of girls have swarmed into sc hool. Girls have closed the gender gap with boys, and prevailed over considerable development, social, and economic gains for their communities as well as for themselves. In poor countries, in general, girls’ primary school enrollments in 1990 to 2004 soared from 87 percent to 94 percent; with more girls today in secondary school than in any documented period in history (Mercy and Fort).Nevertheless, despite the fact that inequalities in the enrolment rates in primary and secondary education have decreased, they have not been eradicated up until now. At present, more than two-thirds of the estimated 860 million uneducated persons around the world are women (â€Å"Decent childhoods: Educate both girls and boys†). Conclusion Education is a basic human right, and children regardless of sex, color, nationality and religion are entitled to it. Education is significant to the development of people and societies, as it helps bring about a productive and successful future.For the millions of illiterate children, admission to education is the pathway to an improved life. Moreover, educating girls leads the way for more extensive changes in the work places, societies and families. When governments guarantee access to a rights-based, quality education that is founded on gender equality to their young citizens, it generates a wave effect of benefits that clearly affect future generations. Works Cited â€Å"Decent childhoods: Educate both girls and boys. † June 2008.International Labour Organization. 4 March 2009 . â€Å"Education From A Gender Equality Perspective. † May 2008. USAID. 4 March 2009 . â€Å"Gender Equality in Education. † 20 April 2009. USAID. 4 March 2009 . â€Å"Girl Power: Educating Girls in the 21st Century. † 5 March 2009.The World Bank. 4 March 2009 . â€Å"Promoting Gender Equality in Education. † n. d. United Nations Educational, Scientific and Cultural Organization. 4 March 2009 . Tembon, Mercy, and L ucia Fort. n. d. â€Å"Girl’s Education in the 21st Century. † The World Bank. 4 March 2009

Aristotle slavery

Aristotle believes that some people are by nature slaves. What Is his argument for that claim? Do you agree with Aristotle that a slave-holding society can be democratic? According to Aristotle, a slave is the property of its master, and that any piece of property can be regarded as a tool enabling a man to live. The slave, therefore, is a living tool of the master, whose purpose is to allow the master to live well. A slave belongs to a master, but a master doesnt belong to a slave. The rule of a master over a slave, then, is exercised with a view to the masters and the slaves goals or nterests. He represents slaves as a tool in his definition of slavery. Aristotle continues his definition of slave by explaining that those people who are slaves are naturally born as slaves and they are naturally the property of some one else. Those who are as different [from other men] as the soul from the body or man from beast and they are in this state if their work is the use of the body, and if this is the best that can come from them are slaves by nature. For he is a slave by nature who is capable of belonging to another which is also why he belongs to another nd who participates in reason only to the extent of perceiving it, but does not have it. Slaves are tools but they are alive and they belong to their masters. But when he widens his explanations about slavery, he states that all slavery instituted by human convention Is not compatible with Justice by saying the distinction between slave and free Is one of convention only, and In nature there Is no difference, so that this form of rule Is based on force and Is therefore not Just. Therefore, If someone Is not naturally born as a slave, it is unjust to refer him as a slave in his opinion. This critic of Aristotle means that if the slavery is built up my laws or is enforced by some particular communities; these are unjust because they are unnatural and they have no equivalency in nature. In his arguments, the people the laws treat as slaves and those they treat as free which coul d Justify the legal difference are indistinguishable. So, when Aristotle claims are scrutinized it is obvious to see that in some points Aristotle seems as accepting that some in fact, some legal methods which make people slaves are unjust. But he defends some dfferences between people and these differences make slavery Just. If legal slavery represents these Inherent differences It Is Just, but If It Is contrary to his then It Is totally unjust. Aristotle also states In Polltlcs that: the one strong for servile labor, the other upright, and although useless for such services, useful for political life in the arts both of war and peace. But the opposite often happensthat some have the souls and others have the bodies of freemen. And doubtless if men differed from one another in the mere forms of their bodies as uch as the statues of the Gods do from men, all would acknowledge that the inferior class should be slaves of the superior. It is clear, then, that some men are by nature free, and others slaves, and that for these latter slavery is both expedient and right. and this claim takes us to the point that distinguishing the differences among people. Also, there are some natural differences between people and these differences can Justify slavery or being someones living tool. Human beings are divided into groups according to different categorizations. The first partnerships among human eings would have been between persons who cannot exist without one another. There are two groups of people in this case; male and female for the sake of reproduction. and he continuous this discrimination by explaining the second partnership:the naturally ruling and ruled, on account of preservation. First, the ones who have less knowledge and who have more knowledge to manage with life. First group cannot properly exercise the practical virtues on their own and they have less chance to achieve the happiness. So, to treat someone as a living tool as Aristotle did, is not a complication to achieve the happiness. Furthermore, it is better to do so in order to give him the best possible use of that entity for the happiness. Where then there is such a difference as that between soul and body, or between men and animals, the lower sort are by nature slaves, and it is better for them as for all inferiors that they should be under the rule of a master. For he who can be, and therefore is, anothers and he who participates in rational principle enough to apprehend, but not to have, such a principle, is a slave by nature. By looking all these things Aristotle indicates about slavery, still it is not valid to defense the existence of slavery no matter what. Because in Aristotle arguments he defends that to be a natural slave is better for a slave, but to decide such an important in a human beings life is not possible, therefore not valid or ethic. Because it is unknown that if someone really unable to sustain his life and achieve the happiness especially for a short time of period. People may give their whole life to achieve the happiness and they can reach this aim maybe at the end of their lives, nd die as a happy human being without being treated as a slave by someone elses orders. Aristotle claims that natural slaves are people Whose condition is such that their function is the use of their bodies and nothing better can be expected of them. But by saying that he does not exactly mean not able to think or understand. Because if it was so that would be impossible for masters to expect all those things that slaves virtue is. But they are not the only one who are incapable to understand it, it is the majority of the society. Thus, if that would be an acceptable argument that, it would be necessary to agree that most people are incapable of true virtue and therefore they are all slaves which is impossible and completely absurd . Also another issue can be changed in a contrary way to what Aristotle claims. He distinguishes people as slaves and non-slaves, or the ruled ones and the rulers. But this grouping method can be collected in one group by using some techniques such as education. Even assuming that to be natural slave is natural and Just;it is quite logical to give a ualified education to group which includes the slaves and elevate them to the identical level as the rulers are. It is much beneficial to look for solutions rather than just categorizing people and treat them by some criteria without even questioning their rationality. Although the basic claims Aristotle makes, he is unable to explain not explain why some people are both weak and also have lack of knowledge and why some people are both strong and capable of knowledge. His arguments are also weak about why the children of natural slaves appears like natural rulers and how someone can ecome a slave even that not being captured in a war r how one can become a slave while he or she is the child of a natural master. When it is looked from different perspectives and from the society that we live in, all these reasons given above makes us to stand Just opposite to Aristotles thoughts and believing that it is unjust to enslave someone no matter what. Nobody is capable enough to decide whether someone has enough knowledge or not; or unable to sustain their lives and achieve the happiness, therefore it does not make any sense to try clarify the slavery is Just in todays conditions.

Interview with a person Research Paper Example | Topics and Well Written Essays - 1250 words

Interview with a person - Research Paper Example Likewise, this particular research study has performed a level of library and internet research as well as relied upon the expert testimony from an individual who has resided within the country of question for nearly 18 years. The nation in question for such a research is that of the Eastern European nation of Ukraine. For purposes of the research and interview, the main determinants that have been discussed and analyzed relate to the following: geographic location, culture, customs, basic human needs (types of employment), types of buildings, religions, types of food, television, newspapers, and other forms of media, cultural and gender distinctions, technological development, education system, and clothing. The geographic location that Ukraine represents is on the very periphery between Eastern Europe and Eurasia. As such, it occupies a very fertile region that spans between the Carpathian Mountains in the West to the border with Russia in the far east. The nation is likewise borde red by Russia, Belarus, and Poland to the north and the west, Slovenia, Romania, and Moldova to the south west and the Black Sea to the immediate south. The geographic location that Ukraine comprises with few natural demarcations has made it a tempting and much coveted possession of many kingdoms and empires through past history. A brief review of the history of the region denotes that Turks, Tatars, the Golden Horde, the Russian Empire, Poland, and Lithuania have all occupied various portions of Ukrainian land within the past several hundred years. However, when delving into the issues of culture and customs as well as some of the more nuanced methods of analysis that this particular paper will engender it was necessary to interview an individual that has lived within Ukraine for nearly 18 years prior to coming to the United States. Natasha Kholostova, a neighbor of this author, agreed to be interviewed with regards to some of the unique aspects that help to set Ukraine apart from the remainder of Europe, the United States, and the rest of the world. The main differentials regarding culture and customs that Natasha noted were with relation to the Orthodox history and culture that Ukraine has so firmly established. She was able to relate this back to the point in time when Prince Vladimir the Great was responsible for converting the nation to Eastern Orthodoxy. This action in and of itself integrated many of the former pagan beliefs that had predated Christianity with the Christian doctrines that came from Constantinople. This unnatural marriage between two belief systems spawned holidays such as Maslinitsja and Ivana Kupala where Christian attributes were given to pagan celebrations commemorating the changing of the seasons or the celebration of the life giving energy of water. Natasha also demonstrated that one cannot hope to understand the customs or culture of Ukraine without gaining a firm and complete grasp on the means by which the existence of the Sovi et Union had a profound and lasting effect on the way in which the culture and society grew over the past century. Moreover, the Second World War was fought over Ukrainian territory with the Nazi forces advancing across the entirety of the country in the beginning stages of the war and eventually being pushed back towards the later part of the war. This also left a profound and lasting impact on the population due to the fact that the full horror of war had been experienced on its territory and

Information Technology and Computing Essay Example | Topics and Well Written Essays - 2500 words

Information Technology and Computing - Essay Example The researcher discusses the opinion in which the information technology (IT) is associated with a clean and safe environment. But states that this is far from the truth. Considering its background processing’s in the manufacture field it seems, the tidiness seen in the infrastructures of IT is only peripheral. The manufacture of hardware involves the use of thousands of materials. Many of these materials are highly toxic, for example Lithium - that is a major component in laptops, CPUs and mobile phones. With mobile telephony zooming off, we can soon see millions of handsets joining the scrap heap every year in the near future. To this pile, adding lakhs of CRT monitors every year, especially when LCD monitors start coming down in price. It is stated in the essay that Government should come up with legislation compelling vendors to initiate a take back and successful recycle mechanism; else the dream could well end up in an ecological nightmare. The failure to pass crucial le gislation in many countries has allowed the computer industry to resist addressing many criticisms, such as the amount of hazardous material used to make their products and the ever-growing pile of waste that results from the dynamic pace of innovation in the Information Technology (IT) industry. As a result, the researcher mentiones that double standards may exist between countries. MNC will start shipping machines free of the toxic chemicals, in which the law is strict and will ship machines with toxic substances, where law is flexible.

The Film named The Official Story is about Terror in Argentina in the Essay

The Film named The Official Story is about Terror in Argentina in the 1980s - Essay Example The movie begins in a set up of a family. The wife (Alicia) being a History teacher and the husband a wealthy businessman. The family had adopted a young girl named Analia Castro (Gaby) (Roger Ebert, 1985). A time comes that Alicia starts thinking of Gaby’s real parents. She had been frequently warned about it by her husband. The husband was fully aware of the whole story of adoption but was ignorant about it. Alicia starts a research after a friend returns from exile. She ends up knowing the grandmother to Gaby; Chela Ruiz (Sara). The grandmother explains the history of the child and how the parents disappeared. The plot of the movie suggests that Sara may not be the real grandmother and the real parents may be unknown. The movie ends with a family conflict because Alicia insists on tracing the parents of the girl (Roger Ebert, 1985). The film won many awards despite it being directed by a young director aged 39. This was the first move directed by Luis Puenzo. Reports from analysts’ state that the movie has a good flow and plot as well. The name of the movie has some criticism too. The name is Official Story, yet it has many painful narrations (Roger Ebert, 1985). Terror is the main theme in the movie. Massive killings took place as a result of political differences and this caused massive killings and suffering. Many were rendered orphans, Gaby being an ideal example. It also led to family conflicts such as what we see in the

Answer questions Essay Example | Topics and Well Written Essays - 1250 words

Answer questions - Essay Example d. Coffee prices are expected to rise rapidly in the next few months. Indicate the immediate Effect. e. Workers in the coffee industry form a trade union and succeed with claims for higher Wages. Answers: a) When a severe frost destroys much of the Brazilian crop the supply curve of coffee will shift to the left. It is assumed that the demand will remain the same. Therefore the market equilibrium will shift to the left. b) If coffee is shown to cause cancer in laboratory experiments on mice it is expected that the demand for coffee will fall down sharply. The supply for coffee is assumed to remain the same. The demand curve will shift to the right and the new market equilibrium will also shift to the right. c) If the price of tea declines sharply the demand for coffee is expected to fall. The demand curve will shift to the left and the equilibrium point will shift to the left. d) If the price of coffee is expected to rise in the next month, the demand for coffee will rise immediately . Therefore the demand curve will shift rightwards and the market equilibrium point will shift to the right. The other conditions are assumed to remain unchanged. e) If the workers in the coffee industry form a trade union and succeed with claims for higher Wages, then the price of coffee will rise. ... In your explanation you must refer to aspects such as: Demand, wants, needs and desires Determinants of demand and supply Demand versus quantity demanded Movement along versus shifts of the curves Equilibrium Price and Quantity Surplus vs. Shortage. Answer: A market is a place where buyers meet sellers. The households purchase the products of their needs from the sellers in the market and the sellers charge their price. The determinants of demand and supply are the price of the good, the price of the substitutes, the income of the consumers, and the anticipated price level of the future and tastes of the consumers. An increase of demand can take place if the income of the consumers rise, the price of the product itself falls. The following diagram shows the demand supply analysis of the chosen product. In this case it is assumed that the market is competitive and so the demand curve is horizontal. In this case a parallel shift in the supply schedule leads to lower demand (Michigan St ate University, n.d. p. 1). The quantity demanded has fallen to Q1from Q0. The price is remaining the same in the market. A leftward shift of the supply schedule lead to fall in quantity demanded. The following diagram provides a clearer picture. In this case the supply curve shifted to the left while the demand curve remained unchanged. The initial equilibrium in the market has fallen as a result. The new equilibrium quantity is at a higher level than the initial one while the new equilibrium price is at a lower level than the initial one (University of Pittsburg, 2012, p. 2). The point where the demand by the consumers is matched by the supplies of the producers is regarded as the equilibrium point. The following

Human Resources and EEO Essay Example | Topics and Well Written Essays - 750 words

Human Resources and EEO - Essay Example umb, scientific management allowed tasks and function to be broken down into specifics to clearly delineate duties for possible quantification and optimization of workers output. Process are now clearly defined as well as how to do it that does not leave any room for intuitive job functioning. Other theorists followed suit such as Maslow, Mayo, McGregor, Vroom and Herzberg venturing on other aspects of human resources such as motivation and efficiency on how could human resource do more and make them happy. Businesses realize that it is important for them to its human resource not only for them to commit and perform but also to keep them in the organisation. Keeping valuable employees motivated in an organisation is not only intended to make them commit and perform but also to keep them over the long haul because they are the organization’s most valuable asset(Guld, 2007). In sum, the following are the theorists who allowed human resource to evolve. Taylor first conceived the idea that workers are mainly motivated solely by wage. He posited that management has to possess the control and knowledge of the methods of production so that it would have a greater control of achieving efficiency in an organisation that includes motivating its workforce (Jaffe 2008). For Taylor, the breaking up functions into small quantifiable tasks is necessary to make the time-piece rate pay possible that will encourage employees to work harder if they can see that they are being paid with more work (Taylor 1911). This theory assumed that employees are more motivated with more pay and confined motivation to solely addressing the economic needs of a business organisation’s employees. Mayo expanded Taylor’s idea of motivating employees by including their social needs that also has to be satisfied while at work (Sarachek 1968). For Elton Mayo, employees are not only motivated by satifying their economic needs but also their needs to interact with fellow employees.

The photograph in focus Essay Example | Topics and Well Written Essays - 750 words

The photograph in focus - Essay Example The picture of the macaque covers the immediate front upper half parts of the animal and also little of the front parts of both sides of the animal such as the protruding shoulders. It is a close up picture meaning the photographer must have been considerably near the animal. Although the picture was taken from a close range, the image of the macaque does not fill the parameters of the photograph. It allows for approximately 50% view of the background on its top, right hand and left hand sides respectively. The photograph’s position is not centrally balanced but a little shifted to right the hand side giving a greater view of the background on the left hand side. Such characteristics of the photographs could be as a result of taking the picture in a rush in order to capture that exact moment hence no time to properly balance and plan. Again, it may be a deliberate move by the photographer in order to show the environment of the animal. In the picture, the macaque is covered in brown fur with patches of grey on the front side. It appears to be in a seated position with its butt to the ground and fore arms firmly supported on the ground due to its frontal horizontal posture. Its mouth is wide opened depicting that the animal is making loud sounds characteristic of a form of communication to other animals. The wide mouth is displaying a set of big strong teeth and tongue to further depict that this animal can handle or even take hard foods that require hard biting into and tearing. An example of such a food would be the crabs. The teeth are also a symbol of the strength of the animal as tools such as in fighting with others. Some of the teeth at the inner end of the mouth have black patches on their upper side depicting they are experiencing a mild form of decay. This can be a show of the lifestyle and brain capacity of the animal in that it does not disinfect its mouth against decay but the tongue keeps the mouth as clean. Some of the teeth appear to be br oken while some are totally missing from their sockets. This could be a show of the tough to break or chew type of diet that the macaque follows. In addition, it could also be as symbols of injuries from fighting either with enemies or in pursuit of dominance within social groups. The face appears to be squelched backwards with its eyes closed, ears pushed backwards, and nostrils half closed. This facial expression on the macaque shows the intensity in which it is making the noise. Both this facial expression and the extremely wide opened mouth show the great intensity in which it is making the sound which might be assumed is intended to warn an enemy or alert its comrades. The background of the picture shows fresh, deep green bushy vegetation. This is as a show of the habitual environment of the macaque. This is consistent with the macaque’s habitual home of mangrove forests and other marshy regions. Light in the photograph appears to be subjectively focused on the macaque o n its right side while the left side is in partial darkness. The lack of a properly defined shadow depicts that the light is not very strong. On the background, the light appears to be of bright yellow color as the morning sunrise while from the view of the animal it appears to be bright white in color. This difference in color of the light on the macaque is attributed to the reflection and absorption by its outer grey colored fur. Again, the whole right

Food waste Essay Example for Free

Food waste Essay Fresh vegetables, ready-to-cook meals, and cheap meat is what a modern consumer’s supposed grocery list comprises of! Dump it all into your fridge full of deals, discount offers and feel happy. This is how the shop keeper gets a loyal customer. At the end o the story, it’s the food industry’s creed that the customer is always right†¦.. If food became it s own pungent country, it would be the world’s third biggest contributor to climatic changes. According to United Nations Food and Agriculture Organization, one-third of the world’s total food is wasted around the world, literally to fork direct from the farm. In West, most of the food waste occurs because usually the leftover ingredients are tossed out. The major reason for food wastage is that the harvest of a farmer does not meet the retailer’s specific demand. Considering tomatoes, if too small or even too big to be sold to retailer will be left to rot in fields. Whilst, in developing countries the scenario is a little different because the food rots between fields and markets due to shortage of storage capacity. Awareness campaigns regarding food waste have already begun in the Western part of the world. Organizations are educating people about the waste of food at household level and how can it be eliminated or reduced to an extent. This is just the bit of the whole chunk. Even supermarkets are playing their part by producing recipes to use leftover food and pamphlets to store your food in the best possible manner. Likewise, many grocery stores have initiated redistribution of unsold stocks and excess to charitable organizations. Looking at food waste in local context, Pakistan is also the culprit for this wastage in spite of the fact that underfeeding and food shortage are areas of serious concern. Although we produce adequate food for our nation but still the wastage level is at its peak. This is because of careless attitude of our state and our society’s love for excess food. When we talk about consumption of food, negligence by society also needs to be tackled. At social events as well as weddings, it is quite usual for people to pile up a mountain of food on their plates and eat just a portion of it as if this is the last time they are eating food. Much is needed to done to store perishable items such as fruits and vegetables. State needs to look into this matter with utmost care and also to preserve grains by creating extra facility for storage purpose. On collective basis, way of thinking needs to be changed. It is not only unethical but also an act of being socially irresponsible to waste food when millions around the world sleep empty stomach. According to Tim Lang, professor at City University London, food waste is a symptom, not a problem. So to eradicate these symptom governments, non-governmental organizations like UN can discourage wasteful exercises by producers of the food, farmers, consumers and grocery stores. Food spoiling and wasting is causing physical destruction to mother earth. So let’s join hands to exterminate wastage of food for those who starve and are under privileged.

Equality Diversity And Rights In Health Care Social Work Essay

Equality Diversity And Rights In Health Care Social Work Essay What is equality and diversity? Although sometimes used interchangeably, the terms equality and diversity are not the same. Equality is about creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential (DH, 2004). It is about identifying patterns of experience based on group identity, and the challenging processes that limit individuals potential health and life chances. For example, occupational segregation. Women make up almost 75% of the NHS workforce but are concentrated in the lower-paid occupational areas: nursing, allied health professionals (AHPs), administrative workers and ancillary workers (DH, 2005). People from black and minority ethnic groups comprise 39.1% of hospital medical staff yet they comprise only 22.1% of all hospital medical consultants (DH, 2005). An equalities approach understands that our social identity in terms of gender, race, disability, age, social class, sexuality and religion will impact on our life experiences. Diversity literally means difference. When it is used as a contrast or addition to equality, it is about recognising individual as well as group differences, treating people as individuals, and placing positive value on diversity in the community and in the workforce. Historically, employers and services have ignored certain differences. However, individual and group diversity needs to be considered in order to ensure that everybodys needs and requirements are understood and responded to within employment practice and service design and delivery. One way in which organisations have responded to the issue of diversity in recent years has been the development of flexibility in working practices and services. For example, an employer may allow an employee to work a flexible working pattern to accommodate child care arrangements, or a GP surgery may offer surgeries at the weekends in accommodate those who work full time during the week. These approaches recognise that in order to be inclusive and equal to all, organisations may need to respond differently to individuals/groups. Therefore, a commitment to equality in addition to recognition of diversity means that different can be equal. Learning outcomes Understand concepts of equality, diversity rights in relation to Health and Social Care. Equality and diversity is becoming more important in all aspects of our lives and work for a number of reasons. We live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity. Learners in the healthcare setting will reflect this diversity around gender, race and ethnicity, disability, religion, sexuality, class and age. Your organisation believes that successful implementation of equality and diversity in all aspects of work ensures that colleagues, staff and students are valued, motivated and treated fairly. Every member of society is likely, at some point, to be a recipient of health and social care. The Department of Health can only achieve its aim of better health, care and well-being for all, by building an explicit commitment to equality, diversity and human rights throughout the health and social care system. All public organisations including the Department of Health and public providers and commissioners of health and social care services have a duty to promote equality. Successfully delivering these duties is a core part of the health and social care systems objective to offer services that deliver high quality care for all. To do this, the diversity of the population has to be recognised, in policy development through to service delivery and patient care, acknowledging the diverse experiences, aspirations and needs of staff, patients and service. The Department of Health and local health and social care organisations continue to take proactive steps to address unequal access and outcomes experienced by some sections of the community. DH is working to ensure the principles and practicalities of fairness, equality, diversity and human rights are a central to the work of the Department. In 2007 the UK established a new single equalities body, to bring together the existing equality Commissions dealing with gender, disability, and race and ethnicity into a Commission for Equality and Human Rights. The promotion and enforcement of equality and diversity is one of the three duties of the new body. This paper briefly explores diversity in relation to the theory of gender equality and also examines developments in policy at the EU level, which has provided much of the impetus for change. Our focus is on the policy approach and the tensions that the policy documents reveal about the emphasis on equality and diversity approach, in particular the extent to which attention to gender issues may get lost in the diversity bundle, and the extent to which a focus on the individual may be strengthened over the group. This page lists some of the guidance materials produced by the former equality commissions and guidance produced by external organisations, who have given us permissi on to reproduce their materials on our site. Guidance from ACAS Age, Religion or Belief, Sexual orientation There are no statutory Codes in force covering sexual orientation, religion or belief, or age discrimination. However,ACAS has published guidance documents covering each of these areas. The following guides are also available on the ACAS website. Guidance from the EOC advising young people The Equal Opportunities Commission produced guidance to help advisers who work with young people to  work out  whether they might have experienced unlawful discrimination. The main focus was sex discrimination but other forms of discrimination are also referred to. Young people need advice too.. Guidance from the TUC mental health issues The  TUC produced guidance to help trade union reps and officials provide a good service to members with mental health problems. It aims to equip reps in workplaces with the information they need to deal as well with mental health issues as they do with the other issues that crop up on daily basis. Guidance from the Refugee Council employing refugees We have worked with theRefugee Council to produce guidance on employing refugees. The guidance explains which documents can provide evidence of entitlement to work. This guidance is aimed at employers but could be useful for advisers as well. Guidance from Advocacy Action Human rights toolkit for advocates Action for Advocacy, the independent advocacy organisation has developed a toolkit based on an initial series of Commission-funded training days to advocates across England and Wales. The toolkit is a resource to promote further thinking and better use of resources that can support advocates to use human rights in their advocacy work. Understand discriminatory practice in health and social care. Discrimination is less favorable or bad treatment of someone because of one or more aspects of their social identity. Understanding how discrimination can impact on individuals lives is essential to prevent potential discrimination within in teaching and learning situations and ensure that you are confident in dealing with discrimination issues if and when they arise. Our social identity comprises our: gender race or ethnicity sexuality religion or faith age class disability. While we can face discrimination because of any of these aspects, it is important that we also identify the links between social identities and individuality and/or a state and situation. Bad treatment can be multi-layered and occur because of: an aspect of individuality, e.g. some aspect of personal appearance, size, personal likes, etc. our state/situation, e.g. homelessness, being a lone parent, misuse of drugs or alcohol, citizen status, health, etc. Valuing diversity It is important that you consider how an individuals social identity may impact on their experience of the programme/teaching session of clinical activity in which the learner is engaged. The ways in which discrimination works include stereotyping, making assumptions, patronising, humiliating and disrespecting people, taking some people less seriously. To ensure that we value diversity and consider the individuals identity appropriately in clinical teaching, the following principles may be useful: recognise that we need to treat all learners as individuals and respond to them, and their social identity, in an individual manner understand that treating people fairly does not mean treating people in the same way we need to recognise difference and respond appropriately respect all learners regardless of their social identity try to increase our knowledge and understanding of aspects of social identity that may be different from our own avoid stereotyping or making assumptions about learners based on their social identity recognise that some course content may impact on some learners in a negative/difficult way because of an aspect of their social identity recognise that the course structure, e.g. timing of lectures, unsociable hours, weekend working, and so on, may impact on some learners more than others due to their social identity recognise that your own social identity may impact on learners in different ways avoid using inappropriate and disrespectful language relating to social identity Institutional discrimination Institutional discrimination is concerned with discrimination that has been incorporated into the structures, processes and procedures of organisations, either because of prejudice or because of failure to take into account the particular needs of different social identities. Looking at the long historical perspective, there is a very fundamental evolution of how public institutions have dealt with the notion of anti-discrimination. Whereas the typical 19th century anti-discrimination arrangements were developed for settling the case of philosophical and religious minorities, contemporary legislation is facing the challenge of addressing new issues such as, for instance, those raised by the massive immigration of colonial and guest workers immigrants. If racial discrimination is among the most problematic forms of discrimination, it is far from being the only one. The struggle against discrimination is an ongoing process, which is now facing the challenge of, not only addressing new social realities, but also addressing old ones innovatively. The inclusion of disability, sexual orientation and age as a basis for anti-discrimination struggle reflects the feeling that the law must be adapted to processes of social change, which are marked today by an unprecedented diversity in terms of lifestyles, ethnic, cultural and religious backgrounds. Three features distinguish institutional discrimination from other random individual forms of bad treatment. Triggered by social identity the discrimination impacts on groups (or individuals because they are members of that group). Systematic it is built into: laws, rules and regulations. For example, selection criteria for jobs or courses, laws such as the Minimum Wage, pension regularities, etc. the way we do things round here, including the use of authority and discretion, e.g. how training opportunities are allocated, how flexibility in learning practices is authorized the popular culture and ways of describing normality, e.g. long working hours culture/expectations. Results in patterns incidents of discrimination may appear isolated or random but where institutional discrimination occurs they are part of a wider pattern of events which often may be hidden. Patterns of discrimination can often be surfaced by effective organizational information relating to social identity. For example: à ¢Ã¢â€š ¬Ã‚ ¢ which groups of people get promoted in an organization? à ¢Ã¢â€š ¬Ã‚ ¢ which groups of people get accepted onto a training course? à ¢Ã¢â€š ¬Ã‚ ¢ which groups of people leave an organization after six months of employment? Questions such as this may point to some people experiencing the organization in a different/more negative way than others. Understand how National initiatives promotes anti-discriminatory practise in Health education and Social care. The concept of discrimination adopted in the legislation derived from Article 13 is inspired by the EU legislation on the equality of treatment between men and women.5 Equality of treatment is defined as the absence of any direct or indirect discrimination. By direct discrimination, The same document defines indirect discrimination as follows: indirect discrimination shall be taken to occur where an apparently neutral provision, criterion or practice is liable to affect adversely a person or persons to whom any of the grounds referred to in Article 17 applies, unless that provision, criterion or practice is objectively justified by a legitimate aim and the means of achieving it are appropriate and necessary Harassment is also considered a discrimination in its own right. Harassment is any form of action that creates a disturbing, intimidating, offensive or hostile working environment, such as verbal abuses and gestures. As in the equality of treatment between men and women legislation, the two anti-discrimination directives following Article 13 place the burden of proof on the defendant in case of legal action. Discrimination can happen in many different ways but you have rights to protect you By law people are protected from discrimination on the grounds of: race sex sexual orientation disability (or because of something connected with your disability) religion or belief being a transsexual person having just had a baby or being pregnant   being married or in a civil partnership (this applies only at work or if someone is being trained for work) age (this applies only at work or if someone is being trained for work) These are known as protected characteristics. Race discrimination Wherever you were born, wherever your parents came from, whatever the colour of your skin, you have a right to be treated fairly. Gender equality sex discrimination Women and men should not be treated unfairly because of their gender, because they are married or because they are raising a family. Sexual orientation Whether you are gay, lesbian, bisexual or straight should not put you at a disadvantage. Disability discrimination If you have a physical or mental impairment you have specific rights that protect you against discrimination. Religion and belief Your religion or belief, or those of somebody else, should not affect your right to be treated fairly. This could be at work, school, in shops or while using public services like health care. Transgender discrimination Trans people should be able to live with dignity. There are protections for some of the forms of discrimination that trans people experience. Age equality By law you cannot be treated less favourably in your workplace or in training for work because of your age. For example, it would be unlawful to not employ someone because of their age. The EU notion of anti-discrimination offers a minimal standard of legal protection, not an extensive and uniform one. This means that some countries will remain more advanced than others in their struggle against discrimination even after the implementation of the two directives. The legislation also suggests that equality of treatment is expected to result from combating discrimination.8 It does not enact a positive duty on public and private authorities to promote positive action or equal opportunities policies. In this respect, one suspects that this absence will in the long run be felt as a major shortcoming. Lessons from both the perspective of gender studies and from ethnic and racial studies have taught that a thin notion of equality of treatment is far from being a promise of equality. Human rights Human rights are the basic rights and principles that belong to every person in the world. They are based on the core principles of dignity, fairness, equality, respect and autonomy (E and HRC, 2008). Human rights protect an individuals freedom to control their day-to-day life, and effectively participate in all aspects of public life in a fair and equal way. Human rights help individuals to flourish and achieve potential through: being safe and protected from harm being treated fairly and with dignity being able to live the life you choose taking an active part in your community and wider society (E and HRC, 2008). Intrinsic to these statements should be the principles of equality and diversity. Since 1998 the UK has also included human rights within its legal framework. The Human Rights Act applies to all public authorities and bodies performing a public function. The Human Rights Acts places the following responsibility on your organisation. Organisations must promote and protect individuals human rights. This means treating people fairly, with dignity and respect while safeguarding the rights of the wider community. Organisations should apply core human rights values, such as equality, dignity, privacy, respect and involvement, to all organisational service planning and decision making. The Human Rights Act provides a complementary legal framework to the anti-discriminatory framework and the public duties. The legal context As a clinical teacher you will want to ensure that you understand the legal framework regarding equality, and that you can relate this framework to your everyday role. The UK framework has two elements to it: the anti- discriminatory framework (which gives individuals a route to raise complaints of discrimination around employment and service delivery) and the public duties (which place a proactive duty on organisations to address institutional discrimination). Overview of anti-discriminatory framework Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Employment Equality (Sexual Orientation) and (Religious Belief) Regulations 2003 Employment Equality (Age) Regulations 2006 Equality Act 2006 (covers service delivery in relation to sexual orientation and religious belief) It is important to note that at the current time, age legislation only protects individuals in the area of employment and not service delivery. The SEN and Disability Act 2001 The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 to education with effect from September 2002. This act requires teachers to explore the provision of reasonable adjustments for students who may have disabilities, including learning disabilities, to enable them to participate effectively. The EU took great care to avoid national and EU anti-discrimination provisions becoming concurrent. The solution introduced for solving this difficult question was to adopt the most appropriate technique of legislation. By choosing the directive, the EU has in effect opted for flexibility. The Directive, contrary to the regulation, offers Member States general guidelines, which should be implemented within two years after the adoption of the two directives. The anti-discrimination package proposed by the Commission and later adopted by the Council of Ministers defines minimal common standard of legal protection for victims of discrimination, without prejudice of what the Member States already have on offer in their internal legal order . It is particularly crucial for the success of the legislation that Member States take the EU initiative as a motivation for upgrading their internal standard of protection and not as a justification for lowering them. This is why the two directives contain a non-regression clause which will in practice lead to better legislation in all Member States. Another reason why EU legislation should be seen as complementing national initiatives is the material scope of the Article 13. As indicated above, the sphere of competence of the EU in the area of anti-discrimination is restrictively defined by the Treaty on the European Union. The main area where it will be relevant to think in terms of Article 13 is the labour market. Therefore, there is a whole range of areas of potential discrimination where the role of the Member States will remain primordial. Know how anti-discriminatory practice is promoted in Health Social Care setting Active promotion of anti-discriminatory practice: ethical principles; putting the patient/service user at the heart of service provision, eg providing active support consistent with the beliefs, culture and preferences of the individual, supporting individuals to express their needs and preferences, empowering individuals, promoting individuals rights, choices and wellbeing; balancing individual rights with the rights of others; dealing with conflicts; identifying and challenging discrimination Personal beliefs and value systems: influences on, eg culture, beliefs, past events, socialisation, environmental influences, health and wellbeing; developing greater self-awareness and tolerance of differences; committing to the care value base; careful use of language; working within legal, ethical and policy guidelines. Beliefs are the assumptions we make about ourselves, about others in the world and about how we expect things to be. Beliefs are about how we think things really are, what we think is really true and what therefore expect as likely consequences that will follow from our behavior. Since the last comprehensive review in 1974, the Health Belief Model (HBM) has continued to be the focus of considerable theoretical and research attention. This article presents a critical review of 29 HBM-related investigations published during the period 1974-1984, tabulates the findings from 17 studies conducted prior to 1974, and provides a summary of the total 46 HBM studies (18 prospective, 28 retrospective). Twenty-four studies examined preventive-health be haviors (PHB), 19 explored sick-role behaviors (SRB), and three addressed clinic utilization. A significance ratio was constructed which divides the number of positive, statistically- significant findings for an HBM dimension by the total number of studies reporting significance levels for that dimension. Summary results provide substantial empirical support for the HBM, with findings from prospective studies at least as favorable as those obtained from retrospective research. Perceived barriers proved to be the most powerful of the HBM dimensions across the various study designs and behaviors. While both were important overall, perceived sus ceptibility was a stronger contributor to understanding PHB than SRB, while the reverse was true for perceived benefits. Perceived severity produced the lowest overall significance ratios; however, while only weakly associated with PHB, this dimension was strongly related to SRB. On the basis of the evidence compiled, it is recommended that consideration of HBM dimensions be a part of health education programming. Suggestions are offered for further research. It is important for care workers to promote equality, value diversity and respect the rights of service users. There are various ways of how they can challenge discriminatory issues and practices in health and social care. One of the ways in which care worker can promote equality, value diversity and respect the rights of service users is to always put the patient/service user at the heart of the service provision. This means that the patients individual needs will be met and achieved Human rights are the basic rights and freedoms that belong to every person in the world. Ideas about human rights have evolved over many centuries. But they achieved strong international support following the Holocaust and World War II. To protect future generations from a repeat of these horrors, the United Nations adopted the Universal Declaration of Human Rights in 1948. For the first time, the Universal Declaration set out the fundamental rights and freedoms shared by all human beings. These rights and freedoms based on core principles like dignity, equality and respect inspired a range of international and regional human rights treaties. For example, they formed the basis for the European Convention on Human Rights in 1950. The European Convention protects the human rights of people in countries that belong to the Council of Europe. This includes the United Kingdom. Until recently, people in the United Kingdom had to complain to the European Court of Human Rights in Strasbourg if they felt their rights under the European Convention had been breached. for example; a personal eating plan to a specific individual. Putting the service user at the centre of the provision generally makes a happier and healthier patient in all areas. Care workers can help achieve this by: * Understanding what it is like to use those services * Involving those who use the services Another example can be quoted as, Rights of one patient will clash with the rights of another A patient has the right to watch TV or listen to the radio, while the patient in the next bed has the right the right to an undisturbed sleep the rights of these two patients clash. By providing earphones could help resolve this. If patients share a room one wants the door propped open and the other one doesnt although this is a clash of rights the rights of the patient who wanted the door closed would outweigh the other as propping open doors is a fire risk Care settings must provide services in such a way that all service users get equal benefit for them. For example a person who does not have English as their first language may require a translator in order to understand the services available and to express a choice about them. One of the most beneficial ways in which a social care setting can challenge anti discriminatory is through staff development and training this may be done formally through supervision sessions or more informally in the course of day to day working. The manager should supervise the work of their staff, offer advice and guidance in difficult situations and help the workers identify training opportunities to improve their practise.